Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCMGT005, 'Facilitate workplace debriefing and support processes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Facilitate workplace debriefing and support processes' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements define the essential outcomes
Performance criteria specify the performance needed to demonstrate achievement of the element
1. Monitor welfare of colleagues
1.1 Monitor stress and emotional wellbeing of colleagues, and where issues arise, take appropriate action in accordance with organisation standards and procedures
1.2 Use practices that acknowledge and accept differences and accurately identify diverse needs of colleagues
1.3 Identify required professional and personal performance standards and use to monitor stress and emotional wellbeing
1.4 Regularly use self assessment and reflectivebehaviour strategies to monitor performance
1.5 Regularly seek formal and informal performance feedback and act upon it as appropriate
1.6 Plan appropriately to identify current and potential areas of need within organisation and develop proposals to support these areas
2. Conduct structured debriefings following an incident
2.1 Plan, prepare and conduct debriefing in line with organisation standards and procedures
2.2 Schedule debriefing as soon as possible following the incident
2.3 Conduct debriefing in a safe environment and in a manner that facilitates open discussion
2.4 Use appropriate debriefingtechniques to encourage further exploration of emotions and experiences to assist in reflection on issues
2.5 Use appropriate questioning to encourage colleagues to explore and acknowledge their concerns
2.6 Identify indicators ofrisk to self or others and respond according to the degree and nature of the risk
2.7 Document and report outcomes of debriefings in accordance with organisation standards and procedures
2.8 Identify and promptly respond to colleagues needing additional support and refer in accordance with organisation guidelines